Stylistic Analysis Of Major Texts From College English Textbook And Its Pedagogical Implications

This research gives a stylistic analysis of New College English Integrated Coursebook II and tentatively integrates relevant stylistic theories and methods into college English teaching and learning, with purposes of raising students’ awareness of style and improving their appropriateness in English communication. A six-volume series of New College English Integrated Coursebooks published by Shanghai Foreign Language Education Press in 2010 is currently one of the most widely used English textbook series in Chinese colleges and universities. The object of this research is all the eight major texts from Coursebook II in the series. A stylistic analysis is made of linguistic data therein, targeting at prominent and valuable stylistic features so as to reveal the corresponding stylistic effects and significance. Diverse in types and styles with argumentative article, narrative story, drama, feminist essay, speech and fable, major texts from Coursebook II are well chosen for students to scrutinize and appreciate. They are all stylistically rich for students to explore further and learn from. Stylistic knowledge and analytical methods will assist students in better appreciating the texts and understanding how stylistic devices are applied to achieve particular stylistic effects so as to deepen the meaning. This thesis also reveals pedagogic implications of stylistics by means of supplementary course designs in order to promote English teaching and learning.This thesis consists of five parts. The first part introduces the object of study, methodology, aims and significance of the research. The second part is literature review, presenting the current situation of pedagogical stylistics at home and abroad, as well as basic theories and methods adopted in the thesis. The third part, which is the core of the thesis, is devoted to the stylistic analysis of all the eight major texts in Coursebook II. Stylistic features are discussed from phonological, lexical, syntactical, grammatical, rhetorical, semantic and pragmatic perspectives. The fourth part, as the most creative part of this thesis, provides supplementary course designs for all the major texts by integrating stylistic knowledge and analytical methods. A conclusion is drawn in the fifth part with the presentation of major findings, limitations and suggestions for further research.A stylistic approach to college English textbooks will be a strong supplement to English teaching and learning. On the one hand, it provides college English teachers with both stylistic analysis of major texts in textbooks and relevant course designs; on the other hand, it guides students to appreciate texts through linguistic skills and thematic links. In this way, students’language sensitivity will be sharpened to be able to make suitable language choices and select proper styles for their English communication.